本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。 本研究獲致結論如下： 壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。 貳、整體正向領導與學校效能關係為正相關，具大效應量。 參、正向領導分層面與學校效能關係均為正相關，且為大效應量。 肆、建立正向關係與學校效能間相關程度最高。 伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。 一、研究地區：關聯程度北部大於中南部。 二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。 陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。 一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。 二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。 三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。 最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。 壹、積極實施校長正向領導以促進學校效能。 貳、從正向關係著手，有效實施正向領導。 參、以南部學校為重，加強推廣正向領導。 肆、從中等學校著手，積極推動正向領導。 伍、從初等學校著手，強調賦予正向意義。 陸、與男性教師相處可多運用正向溝通。 / The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.

本研究旨在瞭解臺北市公立國中校長正向領導、教師情緒勞務與學校效能的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師情緒勞務與學校效能的差異情形，最後探討國中校長正向領導、教師情緒勞務與學校效能之關係。 本研究採問卷調查法進行研究，以臺北市之公立國中正式教師為對象，共發出552份問卷，回收495份，有效問卷474份，回收有效率85.86％。調查所得資料以IBM SPSS Statistics 22.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸分析等統計方法進行分析。 本研究主要發現如下： 一、臺北市公立國中教師知覺校長正向領導為中高程度，以「善用正向溝通」之知覺程度最高，「賦予正向意義」之知覺程度最低。 二、臺北市公立國中教師知覺教師情緒勞務為中高程度，以「基本的情緒表達」之知覺程度最高，「情緒多樣性程度」之知覺程度最低。 三、臺北市公立國中教師知覺學校效能為中高程度，以「教師教學成效」之知覺程度最高，「學生學習表現」之知覺程度最低。 四、就臺北市公立國中教師知覺「校長正向領導」而言，「性別」、「年齡」、「現任職務」、「服務年資」、「校長性別」、「學校規模」與「學校歷史」皆為重要之影響因素，以男性、51歲以上、擔任主任或組長、服務年資21年以上、男性校長、學校規模24班以下與學校歷史31～50年之學校教師知覺程度較高。 五、就臺北市公立國中教師知覺「教師情緒勞務」而言，「學校規模」為重要之影響因素，以學校規模49班以上之學校教師知覺程度較高。 六、就臺北市公立國中教師知覺「學校效能」而言，「性別」、「現任職務」、「校長性別」與「學校歷史」皆為重要之影響因素，以男性、擔任主任或組長、男性校長與學校歷史50年以下之學校教師知覺程度較高。 七、校長正向領導、教師情緒勞務與學校效能呈現兩兩正相關情形。 八、校長正向領導、教師情緒勞務對學校效能具有預測作用，以校長正向領導之「賦予正向意義」構面的預測力最佳。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、教師及未來研究之參考。 / The study aims to tap into the current situation of Taipei municipal junior high schools in terms of three aspects – principal positive leadership, teacher emotional labor, and school effectiveness. It also compares and analyzes junior high school teachers’ perceptions of the three aspects considering the teachers’ different background characteristics. Most importantly, the study explores the relationships among those three aspects of the schools. In order to conduct the study, a statistical survey was carried out, with a total of 552 questionnaires distributed to Taipei municipal junior high school teachers. In the end, 495 questionnaires were returned, but only 474 were valid responses – a response rate of 85.86%. The acquired data were later processed through IBM SPSS Statistics 22.0, for performing descriptive statistics, an independent samples t-test, a one-way analysis of variance, and carrying out Pearson product-moment correlation coefficient and multiple regression analysis. The results are as follows: 1.The degree to which Taipei municipal junior high school teachers perceive principal positive leadership styles is middle-high; among the different aspects of principal positive leadership, “engaging in positive communication” is the most perceived one while the aspect of “reinforcing positive meanings” is the least perceived. 2.The degree to which Taipei municipal junior high school teachers perceive their emotional labor is middle-high; among the different aspects of teacher emotional labor, “basic emotional expression” is the most perceived one while the aspect of “the amount of variety of emotions” is the least perceived. 3.The degree to which Taipei municipal junior high school teachers perceive school effectiveness is middle-high; among the different aspects of school effectiveness, “teachers’ teaching effectiveness” is the most perceived one while the aspect of “students’ learning achievement” is the least perceived. 4.Taipei municipal junior high school teachers’ perceptions of principal positive leadership can vary greatly with the teachers’ gender, age, current positions, seniority in school, the principals’ gender, school size, and school history. 5.Taipei municipal junior high school teachers’ perceptions of their emotional labor can vary greatly with school size. 6.Taipei municipal junior high school teachers’ perceptions of school effectiveness can vary greatly with the teachers’ gender, current positions, the principals’ gender, and school history. 7.Principal positive leadership, teacher emotional labor, and school effectiveness correlate positively with each other. 8.Principal positive leadership and teacher emotional labor can be used to predict school effectiveness; the strategy of principal positive leadership – “reinforcing positive meanings” – is the best predictor. Based on the above results, the study wraps up with concrete suggestions for institutions of educational administration, principals and teachers of junior high schools, as well as future research.

本研究旨在瞭解新北市國民中學校長正向領導、教師情緒勞務與教師組織承諾之現況，分析不同背景變項之教師對於校長正向領導、教師情緒勞務與教師組織承諾之知覺差異情形，並研究三者之間的關係，最後分析新北市國民中學校長正向領導與教師情緒勞務對教師組織承諾之預測力。 本研究採問卷調查法，共計抽樣37所國民中學，發出555份問卷，收回414份，回收率達75%，其中有效問卷共有371份，可用率達90%。問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方法進行統計分析。 根據資料分析與討論的結果，本研究之研究結果如下： 一、新北市國民中學教師知覺校長正向領導、教師情緒勞務與教師組織承諾皆屬於中高程度。 二、新北市國民中學教師因其背景變項不同，對校長正向領導的知覺程度不同，以男性、41歲以上、服務年資21年以上、兼任主任以及學校規模61班以上之教師有較高的知覺程度。 三、新北市國民中學教師因其背景變項不同，對教師情緒勞務的知覺程度不同，以41歲至50歲、服務年資21年以上以及兼任主任教師有較高的知覺程度。 四、新北市國民中學教師因其背景變項不同，對教師組織承諾的知覺程度不同，以男性、41歲以上、碩、博士學歷、服務年資21年以上以及兼任主任之教師有較高的知覺程度。 五、新北市國民中學校長正向領導、教師情緒勞務與教師組織承諾整體及各分層面間具有正相關。 六、新北市國民中學校長正向領導與教師情緒勞務對教師組織承諾具有預測力，以賦予正向意義的預測力最佳。 本研究依據校長正向領導、教師情緒勞務與教師組織承諾之相關結論，提供教育行政機關、學校教育人員建議，以做為未來教育行政以及後續研究之參考。

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本研究旨在瞭解國中校長正向領導、教師正向心理資本與教師組織公民行為的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為的差異情形，最後探討國中校長正向領導、教師正向心理資本與教師組織公民行為之關係。 本研究採問卷調查法進行研究，以臺北市、新北市和桃園縣之國中正式教師為對象，共發出896份問卷，回收831份，有效問卷823份，回收有效率91.85％。調查所得資料分別以IBM SPSS Statistics 20.0版及IBM SPSS Amos 21.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 積差相關、結構方程模式(SEM)等統計分析。研究主要發現如下： 一、 目前臺北市、新北市和桃園縣之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為之現況呈中上程度。 二、 不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為有顯著差異。 1. 男性、年齡51歲以上、服務年資5年以下、兼任行政職務、服務於24班以下學校之國中教師知覺校長正向領導的程度較高。 2. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較高的教師正向心理資本。 3. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較佳的教師組織公民行為。 三、 國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為兩兩之間具有正相關。 四、 國中校長正向領導透過教師正向心理資本影響教師組織公民行為，其中教師正向心理資本具中介效果。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、國中教師及未來研究者之參考。 / The aim of this study is to discuss the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors, compare the differences in the perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors among teachers with different background variables. Finally, the study explores the relationship among the junior high school teachers’ perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. The research is to adopt questionnaire survey by targeting on the junior high school teachers of Taipei City, New Taipei City and Taoyuan County. A total of 896 questionnaires were distributed and 831 questionnaires were received. There were 823 valid samples, with a valid return rate of 91.85%. The date analyses, through IBM SPSS Statistics 20.0 and IBM SPSS Amos 21.0, included descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient and structural equation modeling (SEM). The main findings of this research are as follows: 1. Currently, in Taipei City, New Taipei City and Taoyuan County, the perception of junior high school teachers towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors are above average. 2. The perception of junior high school teachers with different background variables towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors have significant differences. 2.1 Male teachers, teachers aged above 51, teachers with less than 5 years of teaching experience, teachers as directors or section chief, teachers who teach at a school with less than 24 classes highly perceive principals’ positive leadership. 2.2 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ positive psychological capital. 2.3 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ organization citizenship behaviors. 3. There are positive correlations among the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. 4. The junior high school principals’ positive leadership through teachers’ positive psychological capital affects teachers’ organization citizenship behaviors, teachers’ positive psychological capital with mediating effect. Finally, according to the research findings and conclusions, the study proposes the suggestions as references for educational authority, junior high school principals, teachers and future researchers.

摘要 本研究採問卷調查法，針對雙北(臺北市、新北市)高級中學教師就校長正向領導、教師專業學習社群與學校創新經營之關係進行探討。寄發 650位教師樣本，回收問卷491份，回收率為 75.54%。有效問卷 461 份，有效問卷回收率為 71 %。首先以平均數、標準差等來描述雙北高級中學校長正向領導、教師專業學習社群與學校創新經營的現況；另以平均數差異考驗(t-test)和單因子變異數分析(One-Way ANOVA)來檢定不同背景變項的雙北高級中學校長正向領導、教師專業學習社群與學校創新經營之知覺反應差異情形；再以Pearson 積差相關檢視其相關性；最後再採逐步多元迴歸分析法，考驗校長正向領導與教師專業學習社群之各分層面對學校創新經營的預測力。最後，將研究發現，提出建議，以供未來相關研究作參考。 壹、高級中學校長正向領導、教師專業學習社群及學校創新經營之現況 貳、不同背景變項在校長正向領導、教師專業學習社群及學校創新經營之差異情形 参、校長正向領導、教師專業學習社群及教師教學創新呈現正相關情形 肆、校長正向領導、教師專業學習社群對學校創新經營具有預測作用，以「分享教學實務」層面的預測力最佳 一、學校創新經營「行政管理創新」層面四個變項的聯合預測力達65.5% 二、學校創新經營「課程教學創新」層面四個變項的聯合預測力達67.3% 三、學校創新經營「學生活動創新」層面三個變項的聯合預測力達64.7% 四、學校創新經營「資源運用創新」層面五個變項的聯合預測力達68.1% 五、學校創新經營「校園環境創新」層面四個變項的聯合預測力達62.1% 六、學校創新經營整體層面五個變項的聯合預測力達80% 根據研究發現，本節將依據主要研究發現及結論，提出具體建議，以供教育行政機關及學校行政單位、高中教育相關人員及後續研究參考。 關鍵詞：校長正向領導、教師專業學習社群、學校創新經營 / Abstract In this study, a questionnaire survey was conducted to explore the relationship among the positive leadership of principals, professional learning community of teachers and school innovation management in high school teachers of Taipei City and New Taipei City. 650 samples were sent and 491 samples were collected. The recovery rate was 75.54%. There was a total of 461 valid questionnaires and a valid response rate of 71%. First, using the average, standard deviation and etc. to describe the current status of positive leadership of principals, professional learning community of teachers and school innovation management in high schools of Taipei City and New Taipei City; second, use t-test and One-Way ANOVA to examine the perceptual response differences among positive leadership of principals, professional learning community of teachers and school innovation management in the high schools of the two cities with background variables; then, use Pearson product difference to review the correlations; last, with multiple stepwise regression analysis to test the predictability of positive leadership of principals, professional learning community of teachers and school innovation management. Finally, the study results will make recommendations for future reference. I. The current perceptual situation of positive leadership of principals, professional learning community of teachers and school innovation management in high schools is in good condition. II. Different background variables are found in positive leadership of principals, professional learning community of teachers and school innovation management III. The positive leadership of principals, professional learning community of teachers and school innovation management show a positive correlation IV. The positive leadership of principals, professional learning community of teachers and school innovation management have a predictive effect, the level of “sharing teaching practice” has the highest predictability. 1. A level of four variables in school innovation management “Administrative Management Innovation” has reached a predictability of 65.5%. 2. A level of four variables in school innovation management “Curriculum Instruction Innovation” has reached a predictability of 67.3%. 3. A level of three variables in school innovation management “Student Activities Innovation” has reached a predictability of 64.7%. 4. A level of five variables in school innovation management “Resource Utilization Innovation” has reached a predictability of 68.1%. 5. A level of four variables in school innovation management “Campus Environment Innovation” has reached a predictability of 62.1%. 6. A total of five variables in school innovation management has reached a predictability of 80%. According to research study, it is hoped that the findings of this study can lead to substantial suggestions for the reference of educational administration, school administrative unit, high school personnel and further studies. Keywords: positive leadership of principals, professional learning community of teachers, school innovation management

Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal impacts. Integrating economic success with service of the common good requires a sound, shared understanding of “positive” executive business leadership to guide executive selection, education and development, and practice. This thesis formulates and theoretically grounds a general theory of positive executive business leadership. Integrative Executive Leadership (“IEL”) addresses the individual, pairs/groups/teams, organizational, and societal levels of business. Within these contexts, IEL exercises positive integrative agency through multi-stakeholder professional stewardship, integrated performance management, and living codes of ethics. This requires the practice of five mutually-reinforcing positive behavioural repertoires: contemplative self-leadership, functional-relational facilitative leadership, full range managerial-leadership, visionary strategic leadership, and transforming-developmental leadership. These are reinforced by five positive philosophies or styles of leadership: authentic, moral, spiritual, servant, and wise leadership. Consequently, IEL is predicated upon essential competencies, attainments, and positive dispositions. Especially, IEL requires the cultivation of positive psychological states, traits, and virtues, eudaimonic character, postautonomous levels of ego development, psychological complexity, integrative consciousness and flow. In addition to promoting intrinsic morality, these farther reaches of human nature contribute to effective and excellent leadership performance. Integrative Executive Leaders do well by doing good. IEL was developed through multiparadigm theory-building, adopting a pragmatic epistemology, and employing a transdisciplinary, positive scholarship approach to integrate the findings from a broad range of qualitative and quantitative research from the humanities and the social sciences. IEL theory articulates important theoretical relationships derived from: leading insights from management and organization theory; salient research findings from the social sciences and the humanities; insights from positive psychology, positive organizational behaviour, positive organizational scholarship, constructive developmental psychology, transpersonal psychology, and integrated empirical ethics; interpretive analyses of the biographies of great world leaders; and, a rich case study of an extraordinary executive business leader. Accordingly, IEL is advanced as an emergent theory with both theoretical grounding and empirical reference. The path forward requires further transdisciplinary, multiparadigm, multi-method research to further develop and refine IEL and establish it as a grounded theory of positive executive business leadership.

Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal impacts. Integrating economic success with service of the common good requires a sound, shared understanding of “positive” executive business leadership to guide executive selection, education and development, and practice. This thesis formulates and theoretically grounds a general theory of positive executive business leadership. Integrative Executive Leadership (“IEL”) addresses the individual, pairs/groups/teams, organizational, and societal levels of business. Within these contexts, IEL exercises positive integrative agency through multi-stakeholder professional stewardship, integrated performance management, and living codes of ethics. This requires the practice of five mutually-reinforcing positive behavioural repertoires: contemplative self-leadership, functional-relational facilitative leadership, full range managerial-leadership, visionary strategic leadership, and transforming-developmental leadership. These are reinforced by five positive philosophies or styles of leadership: authentic, moral, spiritual, servant, and wise leadership. Consequently, IEL is predicated upon essential competencies, attainments, and positive dispositions. Especially, IEL requires the cultivation of positive psychological states, traits, and virtues, eudaimonic character, postautonomous levels of ego development, psychological complexity, integrative consciousness and flow. In addition to promoting intrinsic morality, these farther reaches of human nature contribute to effective and excellent leadership performance. Integrative Executive Leaders do well by doing good. IEL was developed through multiparadigm theory-building, adopting a pragmatic epistemology, and employing a transdisciplinary, positive scholarship approach to integrate the findings from a broad range of qualitative and quantitative research from the humanities and the social sciences. IEL theory articulates important theoretical relationships derived from: leading insights from management and organization theory; salient research findings from the social sciences and the humanities; insights from positive psychology, positive organizational behaviour, positive organizational scholarship, constructive developmental psychology, transpersonal psychology, and integrated empirical ethics; interpretive analyses of the biographies of great world leaders; and, a rich case study of an extraordinary executive business leader. Accordingly, IEL is advanced as an emergent theory with both theoretical grounding and empirical reference. The path forward requires further transdisciplinary, multiparadigm, multi-method research to further develop and refine IEL and establish it as a grounded theory of positive executive business leadership.